• Alphanso Agnelo Muntode
• Dr. Sangeeta Gupta

This Research dives into the impact of blending teaching styles to boost science understanding among students. It tackles a long-standing problem—students often don’t get much engaged in science classes or truly grasp the core ideas. Mixing methods in a way that isn’t so routine, the study pulls together stories from student feedback, before-and-after tests of science know-how, and even some on-the-ground observations of how classrooms buzz during these mixed lessons. Generally speaking, the findings show that student scores in science went up noticeably after the new approach was tried, with attitudes toward science also shifting in a more positive direction thanks to the teamwork-driven, integrative techniques used. This uptick in science learning matters a lot when you consider healthcare; after all, a community that’s clued in on science is better able to understand health issues and make well-informed decisions about personal and, indeed, community health. The bigger picture here seems to be that weaving together different teaching methods might just foster a society that’s more comfortable with science—a change that could lead to broader public health benefits. By bridging subject boundaries and giving integrative learning a real shot, the study hints at the potential of fresh educational practices to stir up the kind of critical thinking and problem-solving skills that are essential for tackling today’s health challenges.

"Improving science literacy through multidisciplinary teaching Approach", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 6, page no.f120-f127, June-2025, Available :http://www.jetir.org/papers/JETIR2506513.pdf

"Improving science literacy through multidisciplinary teaching Approach", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 6, page no. ppf120-f127, June-2025, Available at : http://www.jetir.org/papers/JETIR2506513.pdf